Buch, Englisch, Band 2279, 304 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 487 g
6th International Conference, ICQE 2024, Philadelphia, PA, USA, November 3-7, 2024, Proceedings, Part II
Buch, Englisch, Band 2279, 304 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 487 g
Reihe: Communications in Computer and Information Science
ISBN: 978-3-031-76331-1
Verlag: Springer Nature Switzerland
This two-volume set CCIS 2278-2279 constitutes the refereed proceedings of the 6th International Conference on Advances in Quantitative Ethnography, ICQE 2024, held in Philadelphia, PA, USA, during November 3-7, 2024.
The 31 full papers and 10 short papers included in this book were carefully reviewed and selected from 82 submissions. They are organized in the following topical sections:Theory and Methods; Teaching and Learning; and Cultural Discourse.
Zielgruppe
Research
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
.- Teaching and Learning.
.- Different Times, Different Measures: Monitoring Shifting Self-Regulation Strategies for Language Learning in Higher Education Across Face-to-Face, Online and Hybrid Instruction.
.- Investigating Learner Interest and Observation Patterns in a Minecraft Virtual Astronomy Environment.
.- Quantitative Ethnography Reveals Behavioral Elements Associated with Problem-Solving in Wild Chimpanzee Tool-Use.
.- “My Inquiry Question Is …”: How Novice Social Studies Educators in Mixed Video Groups Explore Their Teacher Role Identities.
.- Enhancing Student Interest and Motivation through Cultural Integration in an Online Global Science, Technology, Engineering and Mathematics Community.
.- Navigating Usability Challenges in Collaborative Learning with Augmented Reality.
.- Understanding the Impact of Observer Effects on Student Affect.
.- Ordered Network Analysis of Prompted Student Discourse in a Collaborative Learning Context.
.- Impact of Text Structures on Student Language in High- and Low-Quality Summaries.
.- Examining the contribution of adult mentor interactions in project-based adolescent peer group cohesion.
.- Exploring Teacher Positioning through Curriculum Materials: A Quantitative Ethnographic Study Comparing Two Educational Systems.
.- Como las mareas del océano: A Quantitative Ethnogra-phy of Caribbean Latino and Afro-Latino Identity and Education in El Norte de Philadelphia.
.- Building a Theory of Teacher Knowledge with ENA.
.- Strategies for Doctoral Students in Social Sciences and STEM Between China and U.S..
.-Examining Shifts in Elementary Teachers’ Collective Connection Making Between Perspectives When Scoping Ill-Structured Engineering Design Problems.
.- The Influence of Different Measurement Approaches on Student Affect Transitions using Ordered Networks.
.- Conceptualizing and Understanding Mathematics Teaching Identity in Early-Career Elementary Teachers.
.- Model based Analysis to Explore the Patterns of Thinking in an Interactive Learning Environment for Problem-posing.
.- How we Code Code: Leveraging GPT and Ordered Networks for Understanding Introductory Programming Education.
.- Cultural Discourse.
.- Detecting Differences in Community Conversations with Epistemic Network Analysis.
.- Civil Discourse as a Depolarization Strategy: An Exploration of Gen Z Dialogue Using Epistemic Network Analysis and Reflexive Thematic Analysis.
.- The Application of ENA to Political Discourse in Taiwan: A Case Study.
.- Navigating Identity Tides: Perceived Threats and Coping Mechanisms among Bicultural Hong Kong Citizens .
